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HEAD START EARLY HEAD START VOLUNTEER HANDBOOK

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HEAD START

EARLY HEAD START VOLUNTEER

HANDBOOK

2021-2022

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WELCOME VOLUNTEER

Welcome and sincere thanks to you, the volunteer, who is willing to donate time to help us in the Head Start and Early Head Start program. You are an important part of our program. We want you to feel that your time with us is a rewarding and challenging part of your volunteer experience.

Even though you may have the experience, it is natural to feel some uneasiness about how you will get along in the classroom and with the children, or in the area in which you choose to work.

The teacher will clarify any questions you may have. This

pamphlet will provide some information and should be helpful as you begin your work.

As a volunteer, if you are counted in ratio with the children, a DHS Criminal Background Check and physical exam must be completed prior to your services.

FIRST DAYS IN THE CENTER

You will find Head Start/Early Head Start Center staff to welcome you at the center. They will get you off to a good start. Read the lesson plan for the day. Note the curriculum for the day.

Your first day will probably be one of active participation. You may

feel comfortable in joining in when there are group activities like

games, books, finger plays, or songs. Later you may enjoy sharing

your special talents. Volunteers may also be used in various ways in

the EHS/HS program, helping with field trips, socializations, etc.

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HEAD START/EARLY HEAD START - 12 VOLUNTEER TIPS

1. INFORM your center or home based educator of the day you want to volunteer. Call if you can’t make it.

2. WEAR comfortable clothing that you don’t mind getting dirty.

3. If you have any QUESTIONS about what to do or if you need HELP with the children, ask a teacher.

4. We encourage volunteers to GET DOWN ON THE FLOOR with the children and GET INVOLVED WITH THE ACTIVITIES.

5. When TALKING with a child, get down at the child’s eye level.

6. Always PRAISE AND ENCOURAGE a child’s work. ASK children

QUESTIONS, get involved with the activities and listen to them – DON’T DIRECT them.

7. NEVER LEAVE CHILDREN ALONE.

8. If a child MISBEHAVES, ask a teacher what to do.

9. If you DISAGREE with a procedure, wait until the end of the day to discuss it with the teachers.

10. Don’t DISCUSS children’s behavior or appearance in front of them.

11. Never SHARE information about a child with anyone other than Head Start/EHS Staff.

12. At the END OF THE DAY, meet briefly with the teacher to DISCUSS how your day went, sign the IN-KIND SHEET AND SIGN-UP for another day to volunteer.

NOTE: In addition to working in the classroom, there are many OTHER WAYS TO VOLUNTEER at Head Start

Yard Work Sewing

Repairing Equipment

Laundry of dishrags/towels Making Play Dough

Cutting Out Materials for the Classroom Preparing a Bulletin board in the center Participate in Head Start In-service/Training Office Work

ASK THE STAFF IF YOU ARE INTERESTED IN PARTICIPATING IN ANY OTHER VOLUNTEER ACTIVITIES

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GETTING ACQUAINTED WITH CHILDREN

It takes time for young children to get to know new people well enough to be sure of them. When they are not sure, they show this in different ways. Some may be shy and not want you to help them; others may be “silly” and look for teasing ways to get your attention. Volunteers can make it easier for children to know them when they first start work by trying to do the following:

If you are a parent/relative volunteering:

1. Prepare your child before you come so they will not expect you to devote all your time to them.

2. Don’t bring younger children - licensing covers Head Start children only.

3. Dress comfortably in something you aren’t worried about soiling, and by all means, wear comfortable shoes. NO SMOKING OR VAPING ON

PREMISES.

4. Be friendly, smile and use the children’s names as soon as you can.

Say “hello” when you come each and every day.

5. Be alert to potentially dangerous situations at your site. It may be doors that swing easily or particular play equipment. KNOW WHERE THE FIRST AID KIT IS and the direction for fire and tornado drills.

6. Refer questions from visitors or parents to the teacher.

7. If you have a specific assignment, BE RESPONSIBLE AND STAY WITH IT.

8. Keep attention on children. Choose a good area for observation so you can always see the children. Make only positive statements about the children. Be aware of feelings at all times.

9. Any disagreement with procedures, techniques, etc., should be discussed with the teacher and not in front of the children or parents. You are

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encouraged to express your feelings to the teacher whose position requires that they resolve any conflicts or difference of opinion. The final decision rests with the teacher.

10 State what you want the children to do. Conversations that start with

“Johnny, don’t do...” have negative implications and often negative results.

Instead of “don’t run” – say, “use walking feet.”

11. AVOID COMPARISONS with other children - in any activity, art, ability, or behavior.

12. Use your VOICE as a learning tool. Keep it low and make conversation on a face-to-face level or sit. Avoid calling loudly across a room or showing your anger in tone of voice. The most effective speech is simple and direct, perhaps somewhat slow. Decreasing speed is more effective than raising pitch.

13. OFFER A CHOICE WHEN YOU CAN REALLY GIVE ONE. "Do you want to use red or green paint? is a true choice; “Do you want lunch now? is not.

Try not to end directions with – OK?

14. Treat each child with the same respect.

15. NEVER DISAPPROVE OF A CHILD even though you may feel

disapproval of what he does. You may say, “That is not a good thing to do”, but avoid saying, “You are a bad boy for doing that”. A child needs

to know you still like him even though he hurt another child or did something he should not have done.

16. Give the child maximum opportunity to grow their independence. Help the child work out their problem rather than solving it for them, but respond to their request for help. Examples: help the child find out that boards must be placed in the wagon in a certain way; let children get into their coats and sweaters, let children put on aprons by themselves - what they are learning is more important than meeting a schedule.

17. Familiarize yourself with the limits posted in each area. Limits are necessary; they are clearly defined and consistently enforced.

18. Use the most effective position for observing. Enrichment of

experience will come when an adult is observing all the children and their interests, not just one child. For example, the adult who is reading to children may encourage a shy child who is ready for a change in activity by encouraging him to leave the group before his lack of attention disrupts others.

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BLOCK AND BUILDING CENTER

WHAT THIS ACTIVITY DOES FOR THE CHILD:

1. Expands children’s vocabulary and language by talking about their buildings.

2. Give sensory pleasure - smooth, hard, heavy.

3. Helps him learn shapes, relative sizes, balance and methods of construction.

4 Encourages children to explore patterns and relationships by pointing out patterns children have made in their constructions. Suggests that children draw a picture of their block design.

5. Improves small muscle coordination.

6. Can be a social experience, drawing in a number of children.

7 Teaches number concepts by suggesting that children put away blocks in sets (“Everyone take three blocks at a time to put away”).

PROCEDURES FOR ASSISTANTS:

1. Watch closely to avert dangerous situations.

2. Pile up a few blocks to start child who seems to want activity but cannot start.

3 Help the child protect his structure if he wishes – some children derive great satisfaction from solitary building.

4. Talk with children about the different shapes and how many blocks they need.

5. Help children find and return blocks to their designated place.

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6. Suggest props a child might like to use.

OUTDOOR AREA

What This Activity Does For Child:

1. Outdoor time is important for children’s health and well-being 2. Children can learn about nature firsthand.

3. They develop their large muscle skills and coordination.

Procedure for Assistants:

1. Help supervise children at play 2. Play a game with children

3. Take an interest in discoveries (e.g., watching a caterpillar, collecting leaves.)

4. Share a special skill or interest (e.g., woodworking, gardening, basketball, ring toss).

5. Teach children jump rope rhythms and clapping games to promote phonological awareness. Have them tune into the sounds and sights around them: how the horn on a car sounds vs. the horn on a truck or bus; identifying animal sounds-crickets, birds, mosquitoes, frogs, and dogs.

6. Expand children’s vocabulary and language by asking questions and encouraging them to describe what they see. Use a variety of

adjectives when you observe with children; slimy, bright, bold, glowing, rough, furry, prickly, and so on.

7. Teach children about print and letters and words by providing traffic signs for wheeled toys. Provide clipboards for children to record

observations, cardboard to make signs to identify plants in the garden, or paper to leave a message for the custodian.

8. Promote problem solving by guiding children to find solutions to problems they encounter (e.g., what can we do to keep the balls from going over the fence?)

9. Expose children to physical science concepts by offering them balls, ramps, tubes, water wheels, funnels, and sifters and by taking an interest in how they use these materials.

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10. Guide children’s development of process skills by posing questions such as: “What would happen if…? How can you find out? What did you learn? Encourage children to be good observers by showing them that you too are interested in finding out what is waiting for you each day outdoors.

TECHNOLOGY

What This Activity Does For Child:

1. Makes children aware of technology by including computers, iPads, &

Smart Boards in your everyday classroom life, so children start regarding them as natural tools.

2. The software selected engages children in active learning.

3. Children can work together on the computer, iPad, and Smart Board.

Procedure for Assistants:

1. Assist children in following the procedures for using computers.

2. Help children find programs they want and learn how to use them.

3. Participate in playing a game on the computer.

4. Expand children’s vocabulary and language development by introducing them to apps that label vocabulary with pictures, written words, and the spoken word.

5. Increase children’s understanding of books by using apps that read books to children.

6. Enhance children’s knowledge of print by recording their responses on a reading app. Some programs give children hints on reading words and use pictures to show how words combine to form sentences.

7. Offer children practice in learning about letters and words with a program that matches pictures to their beginning letters.

8. Develop children’s enjoyment of literacy by letting them explore electronic storybooks.

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ABC/WRITING CENTER

What This Activity Does For Child:

1. Uses tools for writing and drawing.

2. Makes and interprets representations 3. Demonstrates knowledge of the alphabet

4. Uses emerging reading skills to make meaning from print.

5. Understands the purpose of writing.

6. Writes letters and words.

Procedure for Assistants:

1. Help children gain a knowledge of print by recording their experiences and their discoveries on charts. Draw their attention to letters and words used in the Discovery Area (e.g., “Puffy’s name starts with a “P”, just like yours.”).

2. Build children’s vocabulary and language by talking with them about their discoveries. Use every opportunity to introduce new vocabulary as they touch, feel, taste, hear, and observe objects and living things (e.g., “The caterpillar has spun a cocoon.” “This sap from the wood is very sticky”.) Encourage them to describe what they are doing, for example, “I can make the Ping-pong ball move fast when I blow into the straw really hard”.

3. Offer children opportunities to use print by setting up a message board of mailboxes. Teach children about letters and words by talking about them as they read and write.

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4. Enhance children’s understanding of books and other texts by drawing their attention to the different forms of print in their environment.

5. Strengthen children’s knowledge of print by encouraging them to draw and write (using scribbles or transitional spelling) about the designs and constructions they make.

6. Help children learn about letters and words by talking with them as they manipulate magnetic letters, letter blocks, and letter tiles. Describe what you see happening as children arrange letters, (e.g., “You made a word!

You put an m, and a, and a t together and spelled mat!”)

DRAMATIC PLAY AREA

WHAT THIS ACTIVITY DOES FOR THE CHILD:

1. Helps child feel at ease in school because it is almost 100% familiar – a good link between home and school.

2. Permits child to play out family experiences and try different family roles- father, mother, baby, etc.

3. Stimulates imagination.

4. Encourages languages & vocabulary by introducing & teaching children the names of props.

5. Guides problem solving by helping children to find solutions to problems they encounter.

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PROCEDURE FOR ASSISTANTS:

1. Participate very little unless invited to join, e.g., a tea party.

2. If a child seems to be having difficulty entering the group, suggest roles to him and help him ease into it.

3. Suggest ideas to extend make-believe play.

4. Be sure materials are returned to storage areas neatly when children are through.

MANIPULATIVE AREA

WHAT THIS ACTIVITY DOES FOR CHILD:

1. These materials teach math, develops eye-hand coordination, and promote small muscle skills.

2. Allows freedom of use of activities which allows child to make choices and be creative.

PROCEDURE FOR ASSISTANTS

1. Help children to develop problem-solving skills as they construct, design, and assemble materials. Encourage them to put puzzles together, make designs with parquetry and pattern blocks, sort and classify collections, or construct a building with Lego blocks.

2. Help children to develop number concepts as they count beads, blocks, and teddy bear counters. Use mathematical terminology as you compare quantities – more than, less than, the same as.

3. Encourage child to put activity away when finished.

4. Enhance children’s vocabulary and language by talking with them as they play with toys and games.

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BOOKS AND STORY CENTER

WHAT THIS ACTIVITY DOES FOR THE CHILD:

1. Children develop valuable literacy skills and a love for books.

2. It is a quiet place to get away and enjoy books.

3. Introduces children to new words.

4. The most important letters are the ones in children’s names.

5. Develops children’s phonological awareness by reading stories that play with language such as Dr. Seuss books and other rhyming books.

PROCEDURES FOR ASSISTANTS

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1. If a child asks you to read to him, do so.

2. Hold books right side up so children are able to see pictures and print.

3 Increase their knowledge of print by sweeping your hand under the words as you read, or demonstrating writing top-to-bottom and left-to-right on a chart.

4. Develop their comprehension skills by using open-ended questions during storybook reading. Encourage children to retell familiar stories

using props to gain a sense of story

ART CENTER

WHAT THIS ACTIVITY DOES FOR THE CHILD:

1. Children need time to explore and experiment with different materials.

2. Creative art is the way children express their own ideas and feelings.

3. Adults should not impose their own ideas on children.

4. Provides the opportunity to “paint out” his/her feelings.

5. There are predictable stages in children’s artwork.

6. Can be messy but this is OK.

PROCEDURES FOR ASSISTANTS:

1. Encourage children to experiment with paint, markers, clay, dough, and collage materials.

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2. Refrain from asking child what his/her picture “is”- talk with the child about his/her picture.

3. Help with a special activity such as making playdough.

4. Teach knowledge of print by having children sign their names to the picture or post their names next to sculptures, mobiles, and assemblages. With their permission, write children’s descriptions of their work directly on their

artwork or on an accompanying sentence strip.

5. Encourage children to observe patterns in art such as stripes or alternating.

6. Help children develop an understanding of one-to-one correspondence as they place one paintbrush in each paint pot or replace a cap on each marker.

7. Introduce children to physical science by conducting experiments with different art media. As they add water to clay or mix paints together, encourage children to observe changes.

SENSORY TABLE

WHAT THIS ACTIVITY DOES FOR CHILD:

1. These are soothing materials that calm children.

2. There are scientific and mathematical discoveries children can make.

3. Offers children varied opportunities to learn about the earth and the

environment through their everyday observations of sand and water in the outdoors.

PROCEDURE FOR ASSISTANTS:

1. Make sure the sand and water stays in the tub.

2. Offer props and talk about what children are discovering.

3. Help with a special activity like blowing bubbles, testing what floats/sinks.

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4. Ask open-ended questions that not only encourage children to experiment, but also provide opportunities to express the way they feel when playing with sand and water.

5. Teach number concepts by having children count how many measuring cups of sand are needed to fill a pail.

6. Encourage children to make patterns in damp sand using objects like shells or cookie cutters.

7. Introduce children to firsthand experience of physical science by giving them props such as ramps, gutters, funnels, and sieves that they can explore with sand and water.

EFFECTIVE VERBAL GUIDANCE TECHNIQUES

1. Speak in a low, calm, kind voice. This provides a good role model for the children.

2. Speak directly to the children; do not call to them across the classroom.

3. Speak in short, meaningful sentences which children can understand.

4. Get down to the children’s eye level; for example, stoop, squat, or sit on a low chair so that they can see your face.

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5. Be sure the children know you are listening to them when they are talking to you.

6. Answer the children’s questions, but do not monopolize their conversation.

They need to associate with friends of their own age.

7. Keep your voice and facial expression pleasant.

8. Express your requests to children in a positive way. This will help the children learn a more effective way of doing things.

9. Accept the child even though you do not endorse his actions. Say, “at our school we are nice to all our friends.”

10. Help children learn to be proud of themselves and feel good about themselves.

Making fun of a child, comparing him to others or calling him a baby only reinforces a child’s idea that he is not as good as others. Say, “you’ve worked hard on your painting - it is different colors”. Avoid comparison: “Why

don’t you draw a house like Johnny?” Say, “It’s hard to tie shoes, but I know you are practicing”. Avoid shaming: “you should be able to tie your own shoes.

Don’t act like a baby.

EHS VOLUNTEERS

• Encourage interaction between parent & child during activities

• Help parent with child when asked

• Help home based educator when asked What to Say...

Sit down when you slide.

Dig in the sand.

Sit in the swing.

Use both hands when you climb.

Climb down the ladder.

Keep the puzzle on the table.

Turn the pages carefully.

Talk in a quiet voice.

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Wipe your hands with a paper towel.

Sit on your chairs.

Walk around the swing.

Wipe your brush on the can.

Put an apron on.

Time to wash your hands.

Move back on your rug.

Throw the stick over the fence.

INSTEAD OF...

Don’t stand when you slide.

Don’t throw the sand.

Don’t stand in the swing.

You’ll fall if you don’t watch out.

Don’t jump off the box.

Don’t dump the puzzle pieces on the floor.

Don’t tear the book.

Don’t shout.

Don’t put your hands on anything.

Don’t rock on your chair.

Be careful, the swing might hit you.

Don’t you want to put an apron on?

Shall we go inside?

Don’t you want to wash your hands?

Don’t lean forward so that other children can’t see.

Don’t play with the stick, you might hurt someone.

MEALTIMES

Statement of Nutritional Philosophy

At Head Start, we believe that all children have the right to optimal nutrition with appropriate amounts of healthy, well prepared, high quality foods. We believe adequate diets help children to be healthy and attentive learners. We further believe that parents want the very best for their children. We believe all families should have access to information about sound nutrition principles.

Children are our most important resource. It is our responsibility at Head Start to ensure parents and staff work together to teach children about healthy foods and eating habits. We do this in these ways:

• Providing low-sugar, low-sodium meals prepared without excessive fat;

• Stressing the importance of healthy, nutrient-dense foods rather than sweet foods or foods that are nutrient-poor;

• Stressing the role of foods and nutrients in dental health;

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• Setting an example as adults, by serving, eating, and enjoying a wide variety of nutritious foods during all program activities;

• Serving family-style meals and snacks, where children and adults eat together, serve themselves, employ safe food handling practices, practice table manners, socialize, try new foods, and enjoy mealtimes;

• Avoiding the use of food as a reward or a punishment.

By following these guidelines, we are supporting children and families to have healthy attitudes about good, nutritious foods and teaching them to make wise food choices throughout their lives.

Mealtime Expectations

Mealtimes at Head Start are intended not only to provide children with optimal nourishment and expose them to a variety of foods but it is also a time to teach children proper table manners, allow them to improve their autonomy and to

engage them in meaningful conversation. The following mealtime expectations are intended to promote a positive mealtime experience:

• Adults (staff and volunteers) are expected to participate in the meal with children, eating the foods the children are eating

• No outside food or drink is allowed in the classroom to be eaten when children are present.

• Children should be appropriately encouraged to serve themselves with help available as children need it

• Encourage but do not require or coerce children to take any item they do not want

• Head Start does not allow the use of “No Thank You bites” or “Clean Plate Clubs” to encourage children to eat more food then they want

• Children should not be required to finish one item before they have additional amounts of another food. For example, an adult may not say,

“After you finish your beans, then you can have more peaches.”

• Never use food as a reward or punishment

• Meal time should be a relaxing, enjoyable environment. Adults are

encouraged to engage children and conversation during mealtime, setting the pace for the meal so children are not rushed to eat their food.

USDA Nondiscrimination Statement:

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights

regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g.

Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local)

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where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: How to File a Complaint, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

mail: U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW

Washington, D.C. 20250-9410;

fax: (202) 690-7442; or

email: program.intake@usda.gov.

This institution is an equal opportunity provider.

02/06/2020

USDA Nondiscrimination Statement 2015 (Spanish Translation)

SNAP and FDPIR State or local agencies, and their subrecipients, must post the following Nondiscrimination Statement:

Las agencias estatales o locales de SNAP y FDPIR, y sus beneficiarios secundarios, deben publicar el siguiente Aviso de No Discriminación:

De conformidad con la Ley Federal de Derechos Civiles y los reglamentos y políticas de derechos civiles del Departamento de Agricultura de los EE. UU. (USDA, por sus siglas en inglés), se prohíbe que el USDA, sus agencias, oficinas, empleados e instituciones que participan o administran

programas del USDA discriminen sobre la base de raza, color, nacionalidad, sexo, credo religioso, discapacidad, edad, creencias políticas, o en represalia o venganza por actividades previas de derechos civiles en algún programa o actividad realizados o financiados por el USDA.

Las personas con discapacidades que necesiten medios alternativos para la comunicación de la información del programa (por ejemplo, sistema Braille, letras grandes, cintas de audio, lenguaje de señas americano, etc.), deben ponerse en contacto con la agencia (estatal o local) en la que solicitaron los beneficios. Las personas sordas, con dificultades de audición o con discapacidades del habla pueden comunicarse con el USDA por medio del Federal Relay Service [Servicio Federal de Retransmisión] llamando al (800) 877-8339. Además, la información del programa se puede proporcionar en otros idiomas.

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Para presentar una denuncia de discriminación, complete el Formulario de Denuncia de

Discriminación del Programa del USDA, (AD-3027) que está disponible en línea en: How to File

a Complaint. y en cualquier oficina del USDA, o bien escriba una carta dirigida al USDA e

incluya en la carta toda la información solicitada en el formulario.

Para solicitar una copia del formulario de denuncia, llame al (866) 632-9992. Haga llegar su formulario lleno o carta al USDA por:

(1) correo: U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW

Washington, D.C. 20250-9410;

(2) fax: (202) 690-7442; o

(3) correo electrónico: program.intake@usda.gov.

Esta institución es un proveedor que ofrece igualdad de oportunidades.

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